Tag Archive for: learning of the future

Consulting, although in the area of soft factors, has been a familiar core service of our company for business development for many years. Even as a boutique consultancy, we ask ourselves the provocative question from time to time in the context of strategy development:
Do we still need “consulting” or can it go away? And if it is still needed, in what shape or format?
Yes, that is our latest conclusion. Enabling, the new consulting.

How consulting was understood for a long time

There they were, those gray silverbacks and the large gaggle of motivated freshly graduated master’s students +, usually with excellence exams, who were certainly moving in the upper echelons of the companies. They were given ample freedom, conducted many interviews and collected valuable information in the organization at lightning speed. They routinely matched these with the concepts and competencies of their own consulting firm and documented them in a well-ordered and activating manner on slide decks prepared in a manner suitable for management. In manageable project periods. When they were gone, what remained was usually an excellent concept that had been coordinated with the C-level. Evaluated, provided with an action plan and “ready for take off”. Period.
These times are not over yet. Even today, this approach is still widespread.

That was really “expensive” and only low efficient

The slightly pointed undertone results from my own consternation. First of all, from the perspective of an employee who experienced how her knowledge, insights and experience were incorporated into the Big Concept without citation of the source and were reported without comment as the competence of the consulting firm.

And later, from the perspective of a consultant who came in after the big consulting firms were no longer there to support the levels below the C-level, to understand what was left behind or to work through and implement what was outlined in the concepts. Many a time we were the umpteenth consultancy that struggled to design what others had thought up or mixed for others. It was a miracle when a suitable added value emerged. With the many non-participants. Apart from the fact that, in addition to a high degree of demotivation, it cost vast sums of money.
If these concepts were ever implemented at all. We don’t even want to know how many of these high-end analyses and strategies were buried somewhere, in drawers in the past and in file folders today.

First it should then save the change management

The first attempt to get a bit of sustainability into it was to expand the idea of turning “stakeholders into participants”. Stakeholders should no longer only be asked in (stakeholder) interviews, but should also be involved in the development and implementation of solutions. This is where change management came into play. A large number of change projects were set up, most of them running in parallel, in which the added value and benefits of the high-end concept were explained. Naturally supported by powerful promoters. At least in theory, because with all the operational workload there was/is actually no time for this. Supported by a project management designed internally or by an external consultant and many Gantt charts. So a lot was done to explain and design how to make the concept make the transition from paper to everyday life. This was (at least economically) not bad for us. This was not a bad thing for us (at least from an economic point of view), because in addition to designing and implementing the concept, we also had to take care of change and project management. The external consultants continued to add value. And the so-called stakeholders became only indirect participants in the whole thing.

Even agile approaches did not bring the desired success

In the meantime, agility conquered the stage and now the sprints were supposed to fix it. Classic project management was given a new (admittedly pointy-headed) suit. The mood of those involved temporarily rose somewhat. Becoming a participant was within reach and finally, one’s own competence could be expanded a bit. How inspiring and beneficial. Finally, new faces came into play – Agile Coaches. They talked a lot about how to shape VUCA, the added value of vision and mission, and how to create team spirit. And they had funky tools in their little suitcase, e.g. retrospectives or techniques from Management 3.0. Great, Brought new motivation. And it was good that there were the consultants who created the deliverables in the meantime. Please don’t misunderstand: we are of course also Agile Coaches and continued to make our revenue with the externally delivered value.
However, it was really all just the same wine in new bottles.

Enabling, the new consulting

I don’t know whether we were driven by the fact that we no longer wanted to be primarily the extended workbench (although this will always be part of our service portfolio) or whether the entrepreneurs in us no longer see this incredible use of resources or – and perhaps this is it – we have seen that the greatest potential, namely that of the stakeholders, is not being used at all, but we decided some time ago: Enabling, the new consulting.

Since then, we have concentrated on enabling those affected, i.e. internal clients, whenever we create a deliverable for them. I.e. we apply what we have only talked about with the many approaches of the past. We co-create with our clients and share all our knowledge. Aware and with the intention to make ourselves superfluous at least with regard to this design. In this way, we make it possible for added value to be created directly and immediately by everyone concerned. In this way, those affected become participants and co-creators, and the personal and corporate competencies are strengthened.
With the perspective of creating much more.

The positive effect, which we have already experienced many times, is: the motivation of all participants increases and also their innovative power. Collaboration becomes tangible and spreads its effectiveness. And all parties have a whole lot more fun.

We call this enabling, the new consulting. And we believe this is the future.

You shape the future.
It works well with us.


created by: Eva-Maria Danzer


Collaboration, co-creation, lifelong learning, growth mindset – all buzzwords of our time. As different as they may seem, they are all served in community learning – a future learning format. You’ve probably heard this term before, too! But what does community learning actually mean?

Community Learning – a future learning format

Community learning describes a collaborative learning format. In informal learning groups, knowledge is acquired, exchanged, discussed, and generated online. It thrives on self-organization and the idea of community. Especially in times of remote work, this is very much in vogue. The community comes together on a provided platform and is encouraged to work on different tasks. For community learning to be successful as a supplement to your existing portfolio of training formats, it is not enough to simply create the space, but a certain degree of control is also required.

Join us on our journey!

We’ll take you on a little journey and share our best practices on the path to learning success through community! In the end, you can decide for yourself whether community learning is an overbearing evil or a future learning format for you!

1. Define target group

We start at the center of every learning journey: the participants. The target group is essential for community learning. Do the participants already know each other? Do they all have the same role or do they take different positions in the company? Is cross-team collaboration already practiced? To what extent is the group familiar with technical platforms in everyday work?

We ask ourselves these questions before planning any community learning. To achieve real added value for the participants, we try to support them in strengths. While we also challenge the group, we try not to put further stumbling blocks in their way with frameworks such as platforms or the like.

Before the group ventures to work on tasks, it is advisable to open the space for them to get to know each other. In an informal context, participants should also be able to discuss personal matters and thus lay the foundation for group cohesion and activities. If this is not possible in a face-to-face setting, platforms such as wonder.me offer a playful and easy virtual alternative.

2. Align learning content

Community learning is new, hits the zeitgeist and can achieve enormous success. But only if it is used for the right topics. Setting up a learning community for every topic or area of knowledge to be imparted will hardly lead to the desired result and will at best leave participants and organizers frustrated.

Therefore, think about the goal of your learning journey, learning unit, or work assignment beforehand and adapt the formats accordingly. If your topic is not suitable for community learning, switch to other tools, because as so often in life – it’s all in the mix!

3. Select platform

Our path to successful community learning now leads us to structure. When it comes to the question of where best to host the learner community, the simplest solution usually yields the best results. Do you already have a platform that participants are familiar with? Does your organization have a format that meets all requirements, such as privacy and security? If so, it is best to use what is already available and adapt your community learning concept if necessary. Also, focus on one platform and avoid confusion by using too many different systems. Remember, it’s all about sharing and content, the platform only creates a comfortable framework for learners.

4. Assemble the team

The success of community learning is, of course, largely dependent on the learner group. But the organizational team also plays an important role. On the one hand, it is important that the participants always talk to the same people. This group of people should be as small as possible and limited to a maximum of 2-3 team members.

On the other hand, the introduction and implementation of community learning is time-consuming and, above all, time-critical. Depending on the intensity and size of the group, it can take up to 30 minutes a day, but in most cases a few hours a week will suffice.

So, when putting together your orga team, make sure you have enough sustainability and commitment.

5. Intensive introduction

It is important to make it as easy as possible for everyone involved to get started with community learning. A comprehensive introduction to the plan and the platform for the endeavor is therefore essential. A mix of media can be used: an onboarding webinar, video tutorials, collaborative FAQs, and tips and tricks summaries can all help participants and contributors get started right where they are.

6. Tasks and Timeline

The alpha and omega of a learner community lies in structured planning. Take the time to prepare the individual posts in terms of content and timing. Important points are:

  • Scope of the task: How time-intensive is the community learning task? We recommend about 15-60 minutes of effort per task. More intensive sessions should therefore fall during times when the learning journey requires less input from participants* (e.g., when there are no (virtual) workshops). Also consider the organization’s annual cycle (e.g., year-end business vs. summer slump).
  • Distance between tasks: Don’t overload your group with too many tasks in too short a time. Instead, leave space for participants to be active themselves and share insights or interesting articles.
  • Flexibility: Having a plan is important. However, you should not stick to it at all costs. Is there a hot topic in your organization right now? Take it up in the community! The annual employee talks are coming up? Give your community task even more practical relevance and enrich the work that the participants do in your role with a nugget from your learning journey!

7. Use media correctly

As in most fields, variety is the key to success! We’ve had good experience varying the media we use to populate our community learning platform. It’s always best to keep in mind what the goal of the message is: want to put out bundled information about an event? It’s best to use a written post for that. Want to do a little temperature check with your group? How about a video? Want to put out a teaser on a new topic? Why not try a podcast?

In the same way, participants* are also encouraged to use different media and formats. You can also encourage them to be creative in potential tasks that you want to intersperse.

8. Interaction

Interaction is the most important component for the success of community learning. This means interaction between the organizational team and the group as well as between the participants.

Community learning – a future learning format – thrives on collaboration, communication, and discussion in interaction.

Therefore, consciously plan time to not only follow what is happening on your platform, but also to like and comment. Ask (back) questions and get the conversation going should it stagnate. This may sound like a lot of work, but in the age of social media, it’s easy to do and adds value for the learner group.

9. Praise and criticism

Before we end our journey, let’s talk about feedback. Feedback is a valuable community learning tool. Coupled with direct approach, this is where we have had the greatest success.

If you notice that activity in the Learner Group is declining, it’s helpful to ask openly and casually where the community stands right now, what’s going on, and if there’s a specific reason for declining contributions. This can also be combined with a call for more participation. So you give feedback, but at the same time you ask for it.

Another approach is to positively highlight particularly active participants and thank them for their commitment to the group as a whole. We were surprised how motivating this was not only for the participants who received the positive feedback, but also for the rest of the group.

So give it a try and see what works best for your target group!

10. Celebrate successes/milestones

The last stop on our journey to successful community learning takes us to a particularly pleasant point: celebrating successes. Celebrate even small milestones with your group, such as a successful (virtual) workshop, the conclusion of an intensive phase in day-to-day business, or the end of a learning segment. Be surprised by how much positive energy, team spirit and motivation result from these small moments!

Our conclusion

That was the road to the successful implementation of community learning. It was sometimes steep and rocky. It required planning as well as flexibility and an investment of time and brainpower. But the outlook was well worth the journey: We look back on a sustainable learning experience, an expanded network and a group that has found joy in further development and exchange. For us, community learning is clearly a future learning format!

What do you think? Would you like to integrate community learning as a format into your organization? Feel free to contact us at office@tcjg.de for assistance!


This case was written by Victoria Durner.



The current time requires constantly to deal with challenges and to deal with change. There are many forms of facing these topics. Most of these formats are very rational. With 3D mapping, a completely different approach is practiced: in a creative and intuitive way, approaches to solutions are found and developed. Creating the future with the help of 3D Mapping.

And what exactly is 3D mapping?

An organizational development method created by the Presencing Institute and used primarily by teams dealing with change and challenges. 3D Mapping provides the ability to visually map a system or issue or idea and look at how it might evolve from multiple dimensions and perspectives.

The strength of this method lies in the fact that participants think out of their heads, work with their hands and create a model together. One does not think about the current situation and its possible development.

In a creative and intuitive development process the image of “reality” is created. If the knowledge of one’s own hands is trusted, one does not fall back into habitual ways of thinking about the present and imagine the future as a continuation of the existing, but it is very likely that new ways will be discovered. And that is exactly what creating the future with the help of 3D mapping is.

Creative techniques are used and different creative materials are employed. At first glance, it looks a bit like a DIY session, but it is an innovative method that has long since gained recognition in the business world. At the latest after Design Thinking has conquered the stage.

3D Mapping in 3 steps

Before ideally 4-7 participants start creating the model of their system or their issue, it is made clear what the intention is and what the focus of the mapping is.

The first step is then to create a mapping that represents the current state of a system. Each object in the model represents a different element, quality or stakeholder of the system.

In the second step, team participants reflect on the model from four different perspectives and with different questions. This gives the participants the opportunity to each develop a different view of the existing system from a different archetypal perspective.

In the third step, the participants design the future based on the insights gained. To do this, they change the model in such a way that it better represents the new future they want to bring into the world.

Afterwards, the overall process is reflected upon and measures can be derived to solve or redesign the problem. As a rule, these measures are characterized by the fact that they get to the point and prioritize themselves immediately. In addition, there is no need to call in a committee of implementers. This has already been done in the process.
That’s probably why this method is so powerful. It is sustainable.

An example: 3D mapping in a nursing facility

A few weeks ago, we implemented this process of 3D mapping with the care management team of a nursing facility. It was incredible to see the emotions that immediately come into play when this format is used. We experienced emotionally heavy moments, but also very touching ones.

The members of the team got into a good flow very quickly when creating the model and, without consulting each other, created the current situation in an intuitive and creative way.

For us as process facilitators it was nice to observe how the people in this team trusted each other, worked together and protected and supported each other. Thus, there was a necessary stability to create what emerged.

The process starts with an AS IS picture

When the work began, the energy in the room changed noticeably, it became visibly heavy and oppressive. This energy was also reflected in the model: Although the good unity of the team members was evident here as well, heaviness and chaos dominated in many places. Many walls, demarcations, no cooperation. On the contrary, in many areas there was a recognizable counteraction and watching each other.

When the team members reflected on the model, everyone was quickly aware that a change had to be made promptly. One statement was “if you look at the model longer, you would like to run away”. This statement sums up the image and energy in the room well. However, there were also statements of encouragement. In reference to the leadership team, the terms “love” and “our unity” fell; in reference to the nursing facility, the potential and spirit of the home was emphasized.

After creating the current situation and reflecting on the model, the leadership team was mentally and physically exhausted. This was a completely normal process, as they had been very intensively involved in this process. We paused here in the process and did not design the future model until two more weeks had passed. This allowed the team members to reflect on the process again in peace, to gain some distance and to shape the future with fresh energy.

3D Mapping process

The second step is about future

At the beginning of the second session, experiences and insights from the first session were reflected upon once again. Afterwards, the team members set about designing the future with great enthusiasm.

Very quickly they were back in the flow. And without any consultation, one change after the other was made to the model. What a difference it was from the last time!

A lot of lightness unfolded in the room. A very light energy and love were noticeable, the true spirit of the house spread. There was nothing of the leaden heaviness of the last time, which also affected the team members. The team energized and motivated. And for all to see the weight that had fallen from the shoulders of the team members and how a breath of fresh air could take place. That was constructive and effective future design with 3D mapping.

The presented future shows a picture of understanding and togetherness. Looking at the model, the team members were able to quickly develop initial ideas on how to achieve this future. They are very optimistic and motivated to create this ideal image together – with the nursing staff – and to make the house a unique place for the residents and relatives.

3D Mapping process

3D Mapping process

For us, it was a fulfilling task to be able to support the nursing management team in finding a way to shape the future and we are also pleased to be able to accompany them for a while.


Want to know more about 3D mapping process?

Please contact us.

This case was written by Julia Winkler.

Last week, I was able to accompany a presentation event as part of a Leadership Journey. Following C & Co and the current hybrid trend, the group had been on a virtual learning journey for quite some time. Now a “real day” was on the agenda. And it made one thing, actually only one thing, clear: the importance of physical encounters for one’s own emotional balance and hygiene, which is so significant. The power of emotions.

Remote, yes but …

The touchpoints of the Remote Learning Session so far were great after all. They were interactive in design and of course offered break out sessions for a more in-depth exchange. Energizers and lots of exercises addressed attention and provided experiential learning experiences. The addition of pre- and follow-up tasks to the workshops and the reflection of results in peer groups rounded off the New Learning approach in an ideal way. The topics were not lacking in appeal: “Leadership Personality”, “Leading Self” and “Leading People”. Obviously, everything was offered that is considered useful for successful learning in the virtual space today. Actually. What was obviously underestimated was the power of emotions.

Presence is more than virtual

As it turned out last week, despite all the didactics and diversity, something essential was missing: the emotional experience that only presence makes possible.

This became immediately clear. Even the first meeting was different than in the virtual space. More cordial, more open and more alive. All participants were there and only concerned with the here and now.
The exercises also had a noticeably different quality. Dialogue and exchange emerged instead of the naming of individual points of view. Some things that had already been discussed remotely appeared in a different space of meaning in a very short time.

The power of emotions became especially clear when one participant had gathered enough strength in the afternoon. She/he opened up with her/his Pains and Needs and all the emotions accumulated during the Lock Down. The connection and closeness experienced in the group on this “real day” allowed her/him to show what really moves her/him.

This was an incredible relief for her/him and a special gift for the team. Within a very short time, the culture in this group was enriched by the possibility of being able to bring in emotions. This led to a shift in connectedness. And gave a special example of what makes a leader today.

Emotions light in two-dimensional space

What exactly was different than in virtual space?
It almost seems as if the real space enables 3-D emotions. I.e. emotions can be perceived or experienced more intensively and thus make an excellent contribution to finding a solution.

In virtual space, on the other hand, we are dealing with a kind of 2-D emotions. Here we can influence well from the outside and e.g. inspire or talk about possible emotions. Perhaps also experience joy or frustration. But it remains on a “flat” level, it remains with individual parts.

The physical space could be described as “the whole is more than the sum of the parts”. An ideal place to let the power of emotions take effect.

Presence is irreplaceable

As much as I, we at TCJG now appreciate hybrid formats and intensively focus on corresponding Learning Journeys, this experience made it clear to me: presence is a magical space we cannot do without when we talk about sustainable Learning & Development.

Virtual sessions also have special possibilities that we should not miss.

It is the mix that makes the whole thing work. That was obvious. But now we will certainly consciously sprinkle a pinch of more presence into our Journeys again. And use it even more actively: the power of emotions.

This case was written by:
Eva-Maria Danzer



One learning format is currently enjoying increasing popularity. It is a short term learning design that can be easily integrated into the daily routine of every person. By leaning on a time slot that is set anyway. The lunch break. With a sandwich or salad, some content and sharing. The Lunch & Learn is ready. And Lunch & Learns, they rock.

Micro Learning is on the move

The days when learning in business was primarily done in a group in the seminar room or alone in front of the computer are gone. Where you had to “cut out” days or hours to learn new things, to get inspiration or to optimize your own behavior. Today learning is different. For example in small bites, so-called Learning Nuggets. Small learning units for in between. They can be “nibbled on” in the process. They are assigned to microlearning, one of the current trends in qualification. Just like the Lunch & Learns, which rock.

Sharing turns out to be the new learning

Another trend that is just beginning to take off is learning through sharing. The sharing of knowledge and experience among people. In your own company or/and beyond your own organization, e.g. in topic communities. The advantage of this “learning format” is that knowledge shared by people who belong to an identical context is usually practical and immediately applicable. In addition, sharing one’s own experiences with interested parties is usually experienced as an appreciation. And this form of learning has yet another advantage: it is free of charge and available in a variety of ways. That rocks. Like Lunch & Learns, by the way, they rock, too.

Not to forget, the Social Workspace Learning

According to the 70:20:10 model, learning today and tomorrow takes place primarily at the workplace and in collaboration. In the ideal case as Social Workspace Learning, i.e. with a focus on social learning, i.e. learning in exchange with others. And that in a timely manner, when learning needs arise. Companies would do well to consider this demand for learning of their employees. And to offer suitable formats. Like Lunch & Learns, for example, which then rock.

Lunch & Learns offer everything in one format

What exactly is this dream format that rocks like that? Well, it’s basically a joint lunch with a guided exchange on a topic. Salmon roll meets super food salad, so to speak. And there is something to that. After all, food is an essential part of this setting. And so is showing what’s on your plate at the moment. Usually this is one of the openers for a Lunch & Learn, especially when it is done virtually. In this format treffen (meet), from three to X are people who belong to an organization or feel connected to a certain topic. around lunchtime, usually for 1-2 hours. Rather shorter than longer. And during this time they exchange ideas on a specific topic or question that is important to everyone. A teaser and/or (several) impulse “lecture” can introduce the topic and a facilitator should set the framework and accompany the group. It is then crucial that those present enter into dialogue with each other and share their voices and views, contribute their experience and hear other perspectives. This is where the design is needed and the “good” questions from the facilitator. Ideally, the exchange takes place in small groups of 3-4 people. This ensures that everyone can make a contribution and thus be heard. The best way is to invite people to the peer work in live format and virtually. At the end there should be a “harvesting“. What was in it for the individual(s)? What can be taken away? What should be tried out?

Lunch & Learns that rock

And here are a few tips from the treasure chest of the facilitator for the Lunch & Learns that rock

  • Short and crisp
  • Opener, where everybody has a say or shows an activity
  • Attractive teaser (video, mini-key note, message from an expert, provocation, etc.)
  • 2-3 sharingrounds with different conversation partners
  • Questions that stimulate a deeper exchange
  • 1-2 energizers
  • Space for harvesting and transfer

Lunch & Learns have an addictive potential. I promise. We at TCJG are happy to share our experience with this format.